Purpose: The purpose of this study was to identify the effects of learner-directed debriefing based on the clinical judgement model (LDCJM) on nursing students’ critical thinking disposition, selfdirected learning, problem-solving ability, and debriefing experience after simulation. Method: This study used a quasi-experimental design with 38 sophomore nursing students from one university. They were divided into an experimental group (n=20) and a control group (n=18). Collected data were analyzed by the Chi-square, the Mann-Whitney U-test, and the Wilcoxon signed-rank test using the WIN SPSS 22.0 program. Results: The experimental group that had participated in the LDCJM indicated significantly higher self-directed learning (U=23.50, p<.001), problem-solving ability (U=94.50 p=.011), and debriefing experience (U=87.00, p=.006) when compared to the control group. Conclusion: The results indicate that LDCJM is an effective learning strategy to improve self-directed learning, problem-solving ability, and debriefing experience. Further study is needed to identify the effects of various debriefing skills.

ABSTRACT
Ⅰ. 서 론
    1. 연구의 필요성
    2. 연구목적
    3. 연구가설
    4. 용어정의
Ⅱ. 연구방법
    1. 연구설계
    2. 연구대상 및 자료수집방법
    3. 연구도구
    4. 연구진행절차
    5. 자료분석방법
    6. 윤리적 고려
Ⅲ. 연구결과
    1. 대상자의 동질성 검정
    2. 가설검정
Ⅳ. 논 의
Ⅴ. 결론 및 제언
참고문헌

• 최동원(인천가톨릭대학교) | Dongwon Choi (College of Nursing, Incheon Catholic University) Corresponding Author